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JOHN CABOT UNIVERSITY

COURSE CODE: "PL 440"
COURSE NAME: "Seminar on Euroscepticism and the Future of the EU"
SEMESTER & YEAR: Spring 2024
SYLLABUS

INSTRUCTOR: Nicholas James Startin
EMAIL: [email protected]
 HOURS: TTH 1:30 PM 2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisites: Junior standing or permission of the instructor
OFFICE HOURS:
COURSE DESCRIPTION:
A Eurosceptic refers to someone who opposes the powers of the European Union (EU). The change in 1992 from European Community to European Union, and the commitment towards 'ever-closer union among the peoples of Europe', included in the Preamble of the Treaty of Rome, politicized European integration and led to increased levels of contestation across the Member States. Thirty years later, following the UK's departure from the EU, Euroscepticism has become a key ingredient of the 'populist toolkit', as right-wing populist leaders reassert national sovereignty and left-wing populists rally against the perceived neo-liberal direction of European integration. With a focus on political parties, public opinion, civil society actors, the role of the media and transnational developments, the course explores opposition towards European integration from geo-political, economic and cultural perspectives.
SUMMARY OF COURSE CONTENT:
The course uses a comparative and case-study approach, theoretical and empirical perspectives, and quantitative and qualitative analyses to unpack the impact and significance of Euroscepticism. The interdisciplinary approach crosscuts the disciplines of political science, international relations, contemporary history, communication studies, political economy, psychology, and sociology. The course is divided into six sections beginning with a theoretical and historical overview of the field of ‘Eurosceptic Studies’, before focusing on political parties and leaders, public opinion, non-state/civil society actors and the role of the media. Finally, it focuses on transnational cooperation among Eurosceptic actors before concluding with discussion about the future contestation and potential ‘disintegration’ of the European integration process. The course will draw on a mixture of traditional journal and book sources but will be supplemented by broadcast and video material, political party and EU policy documents and analysis of public opinion data sets such as Eurobarometer.
LEARNING OUTCOMES:

Students will:

- develop a key theoretical and conceptual understanding of Euroscepticism

- develop a comprehension of how Euroscepticism impacts both the European Union and its nation states

- understand and contextualise the influence of Euroscepticism at the level of political parties and the party system

- evaluate critically variations in public opinion data on the EU both in attitudinal and demographic terms

- develop a critical understanding of how civil society groups and the media impact on the Eurosceptic debate

- analyse and evaluate the influence of Euroscepticism from a transnational and pan-European perspective

- develop analytical, critical thinking, writing and presentation skills

 

 


TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
The Routledge Handbook of EuroscepticismLeruth, B., Startin, N. & Usherwood, S. (eds.)RoutledgeISBN 9780367500030 This can be purchased as an E book or a paperback copyEbookCorner bookshopOnline
REQUIRED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
See the Syllabus for the set reading for each weekN/AN/AN/A  

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Assessment 1: Written reflection/response to academic article This consists of a 1500-word written reflection/response/review to a key, academic article in the field of Euroscepticism. This must be a refereed article/text of a minimum of 6,000 words rather than a blog or short Op.Ed. press publication. Deadline: End of week 520%
Assessment 2: In-class presentationThis consists of an individual, country case-study presentation on parts 2,3 and/or 4 of the course (political parties/public opinion/civil society groups). Presentations will take place in weeks 6-920%
Assessment 3: Briefing Paper Drawing on Eurobarometer and other data, this assessment consists of a 2000-word policy paper which compares and explains contrasting citizens' attitudes towards the EU in at least two EU nation states. Deadline: End of week 1120%
Assessment 4: Research PaperAssessment 4 30% Students are required to write a 5000 word (minimum) research paper either on a theoretical or definitional aspect of Euroscepticism; or on transnational cooperation among Eurosceptic actors; or on its significance in the contemporary debate about the future of the EU. Deadline: End of week 1530%
   
Assessment 5: Attendance and ParticipationStudents must attend classes, undertake the assigned reading and participate actively in class discussions. 10%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Class attendance is mandatory. Students will not be penalized for three absences during the semester. If further absences are recorded, grade penalties will be applied to the outcome of the ‘participation and presentation assessment which will reduce the score for the participation component by 5% for each absence. N.B. You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE


Part I Euroscepticism: Theory and Conceptualisation


Week 1: Introduction to the course and the origins & evolution of Euroscepticism


Reading:

Usherwood, S. & Startin, N. (2013) ‘Euroscepticism as a persistent phenomenon’, (JCMS) Journal of Common Market Studies, 51(1): 1-16


Wassenberg, B. (2020) ‘Challenging the origins of Euroscepticism. A historical perspective’, Historia y Política, 44: 55-79

 

 

 Week 2: Defining Euroscepticism: From a Broad Concept to a Field of Study

Reading:

Scerbiak, A. & Taggart, P. (2020) ‘Contemporary Research on Euroscepticism: The state of the art’ in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp.11-21


Vasilopoulou, S. (2020) ‘Theory, concepts and Research design in the study of Euroscepticism’ in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 22-3



Part II Eurosceptic Parties and Domestic Party Systems


Week 3: Euroscepticism and political parties: An introduction to the debate


Reading:

Taggart, P. (1998) ‘A Touchstone of Dissent: Euroscepticism in Contemporary Western European Party Systems’, European Journal of Political Research, 33(3): 363-388

Mudde, C. (2012) ‘The comparative study of party-based Euroscepticism: the Sussex versus the North Carolina School’, East European Politics, 28(2): 193-202

Leruth, B. (2020) ‘Party based Euroscepticism in the Nordic Region’ in Leruth, B. et. al The Routledge Handbook of Euroscepticism, Routledge, pp. 127-138



Week 4: The rise of Eurosceptic parties: The Radical Right, the Radical Left & ‘Single-Issue’ parties


Reading:

Vasilopoulou, S. (2018) ‘The Radical Right and Euroskepticism’, in Rydgren, J. (ed.) The Oxford Handbook of the Radical Right, pp. 122-240


Keith, D. (2020) ‘Opposing Europe, Opposing Austerity: Radical left parties and the Eurosceptic debate’, in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 86-99


Tournier-Sol, K. (2021) ‘From UKIP to the Brexit party: the politicization of European integration and disruptive impact on national and European arenas’, The Journal of Contemporary European Studies, 29(3): 380-90

 

                        Week 5: The mainstreaming of Euroscepticism in party debate and the role of the European elections


Reading:

Brack, N. & Startin, N. (2015) ‘Euroscepticism, from the margins to the mainstream’, International Political Science Review (IPSR), 36(3): 239-49

Brack, N. (2020) ‘Towards a unified anti-Europe narrative on the right and left? The challenge of Euroscepticism in the 2019 European elections’, in Research and Politics, 7(2) https://doi.org/10.1177/205316802095223


Treib, O. (2020) ‘Exploring mainstream Euroscepticism: Similarities and differences between Eurosceptic claims of centre-right and radical right parties’, in Research and Politics, 7(2) https://doi.org/10.1177/2053168020953301



Part III Public Opinion, Referendums and Citizens’ Perceptions of the European Union


Week 6: Measuring public attitudes towards the EU: A comparative analysis of Eurobarometer


Reading:

Hobolt, S. & de Vries, C. (2016) “Public Support for European Integration.” Annual Review of Political Science 19: 413–32


Eurobaromter data sets & surveys: Eurobarometer – Public opinion in the European Union (europa.eu)



Week 7: Rejecting Europe: The role of referenda in an EU context


Reading:

Opperman, K. (2020) ‘Derailing European Integration: Euroscepticism and the politics of EU referendums’ in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 243-55


Gifford, C. & Wellings, B. (2020) ‘Referendums and European Integration: The case of the United Kingdom’ in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 268-79

 

 

Week 8: Who are the Eurosceptics and what drives their scepticism? Examining social demographics and psychological cues

 Reading:

Kuhn, T., Lancee, B. & Sarrasin, O. (2021) Growing Up as a European? Parental Socialization and the Educational Divide in Euroskepticism, Political Psychology, 42(6): 957-975


De Vries, C. (2018) Euroscepticism and the future of European Integration, Oxford University Press, Introduction: ‘Losing Hearts and Minds? Taking Stock of EU Public Opinion’; Chapter 5: ‘Who are supporters and Sceptics and what do they want’; Chapter 8: ‘’Change or Die? EU Reform Preferences among supporters and Sceptics’

Part IV Non-state Actors: Civil Society and the Media


Week 9: Euroscepticism and the role of Civil Society


Reading:

Fitzgibbon, J. (2013) ‘Citizens against Europe? Civil society and Eurosceptic protest in Ireland, the United Kingdom and Denmark’, (JCMS) Journal of Common Market Studies, 51(1): pp.105-121


Mathers, A., Milner, S. & Taylor, G. (2020) ‘Euroscepticism and Trade Unionism: The crisis of ‘Social Europe’’, in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 331-343



Week 10: The role of the media in the Eurosceptic debate: Drawing on the field of Communication Studies


Reading:

Fortunato, P. & Pecoraro, M. (2022) ‘Social media, education, and the rise of populist Euroscepticism’, Humanities and Social Sciences Communications, published Open Access on line: Social media, education, and the rise of populist Euroscepticism | Humanities and Social Sciences Communications (nature.com)

Bijsmans, P. (2017) ‘EU Media Coverage in Times of Crisis: Euroscepticism Becoming Mainstream’ in Caiani, M. & Guerra, S. (eds.) Euroscepticism, Democracy and the Media, Palgrave, pp.73-94

Michailidou, A. (2020) ‘Mirroring or setting the political agenda’ in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 344-356

 

 

Part V Transnational and Pan-European Euroscepticism


Week 11: Euroscepticism in the EU Institutions: A Persistent and emerging transnational Phenomenon

Reading:

Brack, N. & Costa, O. (2020) ‘Euroscepticism in the EU Institutions: A persistent and embedded phenomenon’ in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 371-383

Usherwood, S. (2017) ‘Modelling transnational and pam-European Euroscepticism’ in Fitzgibbon, J. et. al. Euroscepticism as a Transnational and Pan-European Phenomenon’, Routledge, pp. 14-27

 

Week 12: From conflict to cooperation: Transnational and pan-European dialogue on the Radical Right and the Radical Left


Reading:

Startin, N. & Brack, N. (2017) ‘To cooporate or not to cooporate? The European Radical Right and pan-European cooperation’ in Fitzgibbon, J. et. al. Euroscepticism as a Transnational and Pan-European Phenomenon’, Routledge, pp. 28-45

Holmes, M. (2017) ‘Contesting integration: the Radical left and Euroscepticism’ in Fitzgibbon, J. et. al. Euroscepticism as a Transnational and Pan-European Phenomenon’, Routledge, pp. 63-79

 

 

Part VI Crises: Euroscepticism, Brexit and the Future of European Integration


Week 13: Brexit: How the referendum was lost and its impact on the UK and the EU


Reading:

Startin, N. (2017) ‘How the Referendum was lost: An analysis of the UK refrendum campaign on EU membership’, in Leruth, B. et. al. The Routledge Handbook of Euroscepticism, Routledge, pp. 456-467

Simpson, K. & Startin, N. (2022) ‘Tabloid Tales: How the British Tabloid Press Shaped the Brexit Vote’ (JCMS) Journal of Common Market Studies, https://doi.org/10.1111/jcms.13386


Week 14: Euroscepticism and (dis)integration in a perceived time of crisis


Reading: Webber, D. (2019) European Disintegration? The Politics of crisis in the European Union, Macmillan International